First Nations in Ontario

There are 134 First Nations communities in Ontario. These communities comprise thirteen distinct Nations of people, each with their own languages, customs and territories. These Nations are the Algonquin, Mississauga, Ojibway, Mohawk, Onoyota’a:ka, Tuscarora, Cree, Cayuga, Seneca, Onondaga, Odawa, Pottowatomi and Delaware. Although the focus of political activity by First Nations communities is primarily centred within provincial boundaries, the traditional territories and activities of the nations extend beyond provincial and international boundaries.

The Manifesto - Background

The New Agenda – A Manifesto for First Nations Education in Ontario was envisioned by the Ontario First Nations Chiefs-in-Assembly as a means of providing a foundation for change in First Nations education. The project was mandated by AOCC Resolution 03/18.

First Nations in Ontario are seeking a return to the full recognition and respect for the jurisdiction of their governments over education. First Nations require the capacity to protect and advance their societies values, traditions and cultures. Education is recognized as a fundamental means to pass on cultural norms and values and the continuation of societies. The Royal Commission on Aboriginal Peoples noted that the destiny of a people is intricately bound to how its children are educated. The revitalization and use of First Nations languages is fundamental to this goal.

First Nations view education as a lifelong holistic process. First Nations have a right to comprehensive education programming and First Nations controlled institutions at all levels which includes, but is not limited to, daycare, pre-school/early learning programs, elementary, secondary, language immersion, special education, teacher education post-secondary, upgrading, vocational, training, and adult education; that right is not externally circumscribed. The greatest concern of First Nations is that they are only operating their schools and administering programs: control is still attached to the federal government.

What First Nations Desire in Education:

First Nations rightfully seek adequate resources to be able to operate effective education systems which will meet the dual goals stated in Indian Control of Indian Education of preserving their identities while preparing their citizens to live and work in a modern world. The federal government has a fiduciary responsibility to provide adequate funding for education based on need. First Nations structures, institutions and governance in education are protected and affirmed under Section 35 of the Constitution Act, 1982.

The bottom line is that if First Nations view themselves as Nations, then they must ask how well do their educational services promote good First Nations citizenship for their people. The harsh reality is that Ontario educational guidelines and standards are aimed at informing their citizens about their history, their civic responsibilities and their concepts of wealth, business and success. Their goals are not necessarily First Nations goals. First Nations should educate their people in what it takes to be a first-class citizen of a First Nation, rather than becoming a second-class citizen to a foreign system. First Nations must build upon the institutions which they are already creating, but with a view to system wide integration and coordination.

Rather than provide an exhaustive summary of recommendations, it is viewed as more helpful to try to convey the vision expressed in the Manifesto for First Nations system-wide development of First Nations control of First Nations education. In this vision, there are four levels of responsibility which were expressing in the Manifesto paper on Education Governance. Each will be expressed below through a description of proposed roles and responsibilities.

Community/First Nation Level

At the centre of the circle of learning are the students which attend early childhood development initiatives which are based in First Nations languages, and attend K-12 school programs in order to prepare for diploma, degree and training programs which may be offered by First Nations post-secondary institutions in the First Nation community. Radiating from the centre, are local community structures that would be comprised of youth, parents, elders and grandparents who would oversee the administration and operation of local schools by local governments as part of the community social and cultural milieu, including:

• Articulating a vision of education for First Nations at the local level
• Community planning and short term financial planning
• Information forums held regularly
• Everyday school activities, including extracurricular programs and services
• Liaison between parents and teachers, schools and elders (grandparents)
• Alignment of community educational projects
• Implementation of the (culturally revised) assessment tools
• Consistent and timely input to the regional educational body in regard to students’ progress, funds utilized and funds needed, and the implementation of regional policies and programs
• Designing ‘Sharing and Caring’ programs and other school-centered activities that would involve the entire community

These local community structures would be understandably closer to the centre of the circle of learning (meaning the students). This social proximity would assure that the whole community was involved in an engaged education process, just as First Nations envision it.

Every First Nations community must have access to comprehensive lifelong learning programs and services including integrated early childhood development programs; facilities for k-12 education which offer opportunities for academic, artistic, athletic, and workplace achievement; and First Nations controlled post-secondary and training programs and services which respond to the needs of First Nations peoples.

Regional Level

The next concentric decision body would consist of a regional centralized education structure (Education Council, Board of Education) which would work hand in hand with the more localized community structures (First Nation Education Councils). Regional First Nations School Boards (or Councils) would preside over broader educational issues relevant to all schools under its umbrella. Some potential responsibilities would include:

• Articulating a vision of education for First Nations at the regional level
• Setting the standards for education
• Designing appropriate assessment tools
• Development of culturally appropriate curriculum
• Schools’ and teachers’ evaluation
• Disposition of available funds
• Education and financial long term planning
• Providing access and funds for teachers’ education
• Organizing conferences and workshops for local educators
• Creating and sustaining networks of information

At the Regional level, second level service agencies would need to be established or otherwise expanded to provide:

• curriculum development, involving elders and traditional teachers;
• development of high quality, culturally relevant textbooks,
• delivery of professional development activities for teachers (in both First Nations schools and provincial schools),
• special education services,
• teacher recruitment,
• alternative high school programmes,
• First Nations language curriculum and resource materials development,
• training for First Nations education authority members
• Early childhood education
• Family education programs
• Cultural awareness training

Additional Regional Level support must be provided by First Nations Post-Secondary Institutions. These institutions require stable, secure resourcing and recognition of their right to deliver diploma and degree programs which will be recognized by other jurisdictions in Canada. First Nations Post-Secondary Institutions are an integral aspect of First Nations lifelong learning systems and will need to offer expertise such as:

• Teacher education programs;
• Language teacher education programs;
• Education research at all levels, particularly early childhood development;
• Culture and language based programming in all professional programs;
• Facilitate First Nations leadership development.

Provincial level

The decision-making body at this level would deal with even broader issues and would oversee matters such as:

• Articulating a First Nations vision of education for the entire Province
• Establishing province-wide First Nations direction, standards and policy
• Identifying common needs and facilitating strategy development
• Administration of funding for regional school boards
• Conducting comprehensive research on education planning, curriculum design, teachers’ training and pedagogical strategies relevant to a First Nations’ engaged education process
• Liaison and information sharing with non-First Nations educational bodies and institutions
• Facilitate partnerships and networking among First Nations and educators
• Long term strategic financial planning, including ensuring education funding is based on actual needs rather than the administrative priorities of other governments
• Monitoring mainstream political processes and policies implementation including teacher education standards for mainstream teachers, First Nations inclusion in school/school board governance, and First Nations content inclusion/infusion into provincial curriculum

National Level

This structure would operate on the periphery of the First Nations education system, possibly as a buffer and a main political force to support First Nations’ education authority at the national level. It would articulate a national vision of education for First Nations. It would also represent First Nations’ interests both in national and international forums by designing national policies and educational strategies. It would include the input from all other decision-making structures, province by province, which are closer and closer to the centre.